ANALYSIS OF A LITERARY CHARACTER IN INDIVIDUALISED JUNIOR GRADE CLASSES

Abstract

Ever since the second half of the 20th century, scientific research has identified rather large individual differences in the psychophysical development of children and youth. The results of research provide grounds for a more pronounced need to fully individualise the teaching of  all subjects and curriculum areas as much as possible (including the analysis of a literary text) by adapting to cognitive abilities, prior knowledge, cognitive needs, and personality traits of each student. The interpretation of literary texts based on literary theory and modern didacticmethodological concepts requires a systematic approach to the analysis of literary characters, since literary works are mostly remembered for the characters who were the bearers of the cognitive, aesthetic, emotional, and ideological core of their sign structure. The paper presents the results of an experimental research that show that, concerning a literary character analysis, statistically significantly better results are achieved by means of individualisation of junior grade classes of literature than by means of traditional class teaching. The obtained results can represent an extremely significant contribution to solving the current and important issue of efficient analysis of a literary character in literature class teaching, as well as theoretical basis and experimental verification of new models of individualised classes whose aim would be a more efficient analysis of a literary character.